Post 2 ~ Design Thinking

What Is It?

Design Thinking, as described by Jess Mitchell in a blog post, Planning Frameworks, is an “iterative approach to learning that encourages learners to prototype (as designers) in response to a challenge or problem” (2023). This means that learners are in a process of refining their learning or theories by actively testing them then integrating feedback for further improvements. It can be thought of how designers produce models or develop solutions to problems.

How Does it Work?

Design Thinking aligns similarly with the scientific method of proposing a hypothesis, or an initial product, then working towards producing an improved version rather than aiming for perfection or a finished product with the first try…

Below is a video detailing more about how Design Thinking is developed and what the process entails:

The Flow of Design Thinking

Step #1: Empathize ~ Through the process of interviews, or other information collections like gathering from comment or conversational forums, the designer empathizes with a specific situation or concern to then address. Here, you’ll want to engage a large sample size in order to find the most accurate and prominent information. Essentially, find a problem to help fix!

Step #2: Define the Problem ~ After conducting the information-collection process, the designer will need to identify the main problem that emerges from the interviews or forums then formulate the ‘Problem Statement:’ a statement that defines what the identified problem is.

Step #3: Ideate ~ Begin brainstorming various ideas that could be involved to help solve the defined problem and share them with the ideas with the people involved in the ‘study,’ or information-gathering process, to receive feedback on the ideas proposed.

Step #4: Prototype ~ Take the time during this step to consider how the feedback and ideas would fit together then work to develop and complete the final prototype design for the defined problem.

Step #5: Test ~ With the prototype in the testing process, subjects must be willing to participate to test the effectiveness of the design. It’s crucial to remain neutral while receiving feedback here in order to garner uninfluenced comments, criticisms, and questions. After all, the feedback helps the designer to continue refining and improving!

How Does this Relate to Other Knowledge?

When I think of Design Thinking, I find it closely resembles the mindset one must hold in order to engage in Design Thinking. Can you guess to which one I’m referring? Here is a good infographic from Mentorloop that helps outline the differences between growth versus fixed mindset:

This related because it is critical to hold a growth mindset during Design Thinking so the designer stays motivated, impartial, open to being wrong and learning from others, embracing feedback, views the challenge as an opportunity to improve, and stays focused on the refining process rather than trying to skip immediately to the end result.

How Does this Relate to the Lesson Design Blueprint?

For our Lesson Design Blueprint, we focus on the process and lesson of literary devices and their impact in writing poetry. Design Thinking may be relevant here in the process of refinement for quality work to be produced. While there may not necessarily be a defined problem identified for students learning about literary devices and writing, we may be able to combine the two aspects to develop an assignment that would require a problem to be addressed with literary devices!

We’ll have to keep thinking about this one. Any suggestions and feedback is encouraged and greatly appreciated!